(精品)初中英语长难句——语篇从句讲义(初中学生版)

中考英语阅读理解讲解，长难句句子成份分析本文从中考英语阅读理解真题中，摘取两句长难句，进行句子成分分析，主要学习定语从句，宾语从句，状语从句。

第一句：Those who choose to be happy must help others to findhappiness , as the happiness of eachhas something to do with the happiness of all.长句分析：（1）首先寻找连词：who, as（2）As 引导原因状语从句，as 前面的句子是主句；（3）在主句中，who引导定语从句，修饰先行词those, 并且在定语从句中充当主；（4）Must help 是主句的符合谓语，others 是宾语，to find happiness 是宾语补足语；重点词汇解析：（1）choose to do something: 选择做某事；（2）help somebody ( to ) do something : 帮助某人做某事，to可以省略；（3）happiness: 幸福；（4）have something to do with : 和…有关系；have nothing to do with: 和…无关系；长句翻译：选择快乐的人必须帮助别人找到幸福，因为每个人的幸福都与所有人的幸福有关。

第二句：A survey made by Nelsen last year showed that kids are using mobile phone even before they go into their teens.长句分析：首先找出连词,有that, before ;（1）that 引导宾语从句，做动词showed 的宾语。

在此宾语从句中,before 引导时间状语从句，before前面是that宾语从句的主句；（2）A survey 是整个复合句的主语，其中made by Nelsen last year是过去分词短语做后置定语修饰survey重点词汇解析：（1）survey : 调查；信息反馈；问卷调查;（2）get into : 进入；穿上；成癖；陷于；（3）teens: 青少年；十多岁；青少年读物（13到19岁之间）长句翻译：尼尔森去年做的一项调查显示，孩子们甚至在十几岁之前就开始使用手机。

初中人教版英语单元长难句Here is an essay on the topic of "Difficult Sentences in the English Textbooks of Junior High School in China" with a word count of over 1000 words:The English curriculum in junior high schools in China is a crucial stage in the language learning journey of students. One of the key challenges faced by students is the presence of long and complex sentences, often referred to as "difficult sentences," within the textbooks. These sentences pose a significant hurdle for learners as they grapple with comprehending the nuances of the English language.The inclusion of these challenging sentences is a deliberate pedagogical choice made by the authors of the textbooks. The rationale behind this decision lies in the belief that exposure to more advanced linguistic structures will ultimately aid students in developing a deeper understanding of the language. By confronting these difficulties, students are expected to hone their critical thinking skills, enhance their vocabulary, and refine their grasp of grammatical concepts.One of the primary factors contributing to the complexity of these sentences is the use of multiple clauses. Junior high school English textbooks often feature sentences that incorporate subordinate clauses, relative clauses, and adverbial clauses. These intricate sentence structures require students to navigate the relationships between the main clause and the supporting clauses, as well as to identify the roles and functions of each component.Another aspect that adds to the difficulty of these sentences is the inclusion of unfamiliar vocabulary. The textbooks introduce a range of subject-specific terminology, idiomatic expressions, and technical jargon that may be unfamiliar to the students. The need to decode the meaning of these words and phrases, in addition to comprehending the overall sentence structure, can be overwhelming for learners.Furthermore, the complexity of these sentences is often exacerbated by the use of passive voice constructions, inverted word order, and the placement of modifiers. These grammatical features can disrupt the typical subject-verb-object flow of a sentence, forcing students to carefully analyze the relationships between the various elements.The challenge posed by these difficult sentences is further amplified by the fact that they are often embedded within longer passages or dialogues. Students must not only understand the individualsentences but also the broader context in which they are presented. This requires the ability to make inferences, draw connections, and synthesize information, skills that may not be fully developed at the junior high school level.Despite the inherent difficulties, the inclusion of these challenging sentences in the English textbooks serves a crucial purpose. By exposing students to more sophisticated language structures, the curriculum aims to prepare them for the increasing demands of higher-level English study. As students progress through their academic journey, they will encounter even more complex linguistic forms, and the foundation laid by the junior high school curriculum becomes essential.To overcome the challenges posed by these difficult sentences, students must employ a range of strategies. Developing a strong foundation in grammar, expanding vocabulary, and practicing active reading techniques are all crucial elements in the learning process. Additionally, seeking support from teachers, engaging in collaborative learning activities, and utilizing supplementary resources can greatly enhance a student's ability to navigate these linguistic complexities.In conclusion, the presence of long and complex sentences in junior high school English textbooks is a significant challenge faced bystudents. However, this challenge is purposefully designed to push learners beyond their comfort zones and foster the development of essential language skills. By embracing these difficulties and employing effective learning strategies, students can gradually improve their comprehension, gain a deeper understanding of the English language, and pave the way for future academic and personal success.。

中考英语-阅读理解精讲，长难句分析第1句From then on, when he wanted what he should not have, his mother would point to his hand which had been hurt before.长句分析：（1）首先寻找连词，例句中涉及到的连词有when, what和which；（2）when引导的是时间状语从句，该从句中，he 是主语，wanted是谓语动词，后面的what引导了宾语从句，充当wanted的宾语；（3）在what引导的宾语从句中，what充当谓语动词have的宾语；（4）His mother 是主句主语，would point to 是谓语动词，his hand是宾语；主句时态是过去将来时；（5）在主句中，Which 引导了定语从句，修饰先行词hand ，Which充当此定语从句的主语。

定语从句的时态是过去完成时的被动语态,由had been done 构成;重点词汇&语法解析：（1）from then on：从那时起；（2）point to: 指向，指明；（3）过去将来时：表示过去某一时间来看将要发生的动作或者状态，由would + 动词原形构成；（4）过去完成时：表示过去的过去发生的动作，对过去的影响，由had done 构成，被动语态had been done长句翻译：从那时起，当他想要不该有的东西时，他的母亲会指着他以前受伤的手。

第2句：What is more interesting is that the brain takes in all the information to create the first impression in about three seconds .长句分析：（1）首先寻找连接词，本句中出现了what 和that;（2）what 引导了一个主语从句，that引导的是表语从句，interesting 和that 之间的is 是主干句的系动词；（3）what在其引导的主语从句中充当主语的成分；（4）that引导的表语从句中,the brain 是主语，takes in 是谓语，information 是宾语，to create the first impression 是动词不定式短语做目的状语，in about three seconds是时间状语重点词汇&语法解析：（1）take in : 接纳,接待;吸收,汲取;（2）information : 信息，注意是不可数名词；（3）impression：印象，first impression 第一印象（4）that在其引导的表语从句中不充当任何句子成分，只是起到了连接的作用，但不可以省略（和主语从句类似）；长句翻译：更有趣的是，大脑在大约3秒钟内吸收所有的信息来产生第一印象。

初中英语阅读理解之长难句分析讲义语篇学语法——从句IarrivedinLondononafoggyday,togotoaveryimportantmeeting.Theplace①wherethemeetingwasgoingtobehel d wasontheothersideofthetown.Alltrafficcametoastop②becausethedriverswerenotabletoseemorethanayardinfrontofthem.Themeetingwouldbeginat9:0 0,soIdecidedtogothereonfoot.Minuteslater,Iwascompletelylost.Istoodthereandthough t③因此，复合句含有两个或两个以上的主谓结构（完整的句子），句子与句子之间用连接词连接。

其中，主句部分可以独立存在，但从句担当了主句某一句子成分，故通常不能独立存在。

根据从句在句子中充当的成分，可以将其分为6类，即主语从句、表语从句、宾语从句、同位语从句、定语从句和状语从句。

名词性从句1.主语从句：，而不是用单词或短语来充当主语。

eg: (1)Whatyouneedismorepractice.(2)Whenthemeetingwillbeheldhasnotbeenannounced.(3)Thathewillnotattendthemeetingisclear.(4)Whetheritwilldousharmorgoodisunknown.注：有时，为了避免将太长的主语放在句首而使句子显得头重脚轻，通常用代词it做形式主语，而将真正的主语从句放到句子的后面。

例如：(1)It isclearthathewillnotattendthemeeting.(2)It isunknownwhetheritwilldousharmorgood.主语从句引导词：①连词that（在从句中不担任成分，本身没有词义），Isuppose⑤youarelost.((3)AfterwardItoldhim⑦whereIwantedtogo,tookhisarm,andwestarted.（这是told的宾语从句，充当间接宾语，引导词where在从句中充当状语）(4)Iwondered⑨whyhefoundhiswaysoeasily.(wondered的宾从，why在从句中充当状语）另外：宾语从句除了可以跟在及物动词之后外，还可以跟在介词的后面，充当介词的宾语。

初三英语阅读理解长难句的分析与翻译技巧对于初三的学生来说，英语阅读理解中的长难句常常是令人头疼的难题。

这些长难句结构复杂、词汇丰富，理解和翻译起来颇具挑战性。

但只要掌握了正确的方法和技巧，就能够轻松应对，提高阅读理解的能力和得分。

一、长难句的特点初三英语阅读理解中的长难句通常具有以下几个特点：1、句子结构复杂包含多种从句，如定语从句、状语从句、宾语从句等，或者使用了复杂的短语结构，如分词短语、不定式短语等。

例如：“The book that I bought yesterday, which is very interesting, has been recommended by many of my friends” 这个句子中既有定语从句“that I bought yesterday”，又有非限制性定语从句“which is very interesting”，句子结构较为复杂。

2、词汇量大且生僻长难句中往往会出现一些高级词汇、学术词汇或专业术语，增加了理解的难度。

比如：“The phenomenon of climate change has raised wides pread concerns among scientists and policymakers” 其中“phenomenon”（现象）和“policymaker”（政策制定者）可能对学生来说不是常见词汇。

3、逻辑关系隐晦长难句中的逻辑关系可能不那么直接和明显，需要仔细分析才能理清。

例如：“Although he worked hard, he failed the exam because he didn't pay attention to the details” 这个句子中包含了转折和因果两种逻辑关系。

二、长难句分析技巧1、找出句子的主干句子的主干是指主语、谓语和宾语等主要成分。

先找到主干，可以帮助我们快速把握句子的基本意思。

从句长难句翻译例句及讲解英语从句的翻译定语从句状语从句名词从句（主语从句、宾语从句、表语从句、同位语从句）定语从句的翻译●无论是限制性定语从句还是非限制性定语从句，翻译成汉语时是处理为前置定语还是后置定语，要视具体情况而定；有些定语从句和主句存在着状语关系，翻译时更要灵活对待。

●It was what sentimentalists, who deal in very big words, call a yearning after the ideal, and simply means that women are not satisfied until they have husbands and children on whom they may center affections, which are spent elsewhere, as it were, in small changes.●It was what sentimentalists call a yearning after the ideal, and means that women are not satisfied until they have husbands and children.●大意是说：这就是情感主义者称之为对于理想爱情的渴望，简单说来，就是女人必须在有了丈夫和孩子之后才能感到满足。

●who引导的定语从句who deal in very big words 用来修饰sentimentalists (情感主义者)●whom引导的定语从句on whom they may center affections用来修饰husbands and children●which 引导的定语从句which are spent elsewhere, as it were, in small changes用来修饰affections●一般情感主义者喜欢用大字眼，称之为对于理想爱情的渴望。

初中英语含定语从句长难句的讲解（初中英语必须掌握的定语从句知识点）#大有学问#大家好！今天我们一起来学习英语语法的重头戏—定语从句。

听起来很高级，但其实只要掌握了它的基本概念和知识点，定语从句就不再是难题了！首先，让我们看看什么是定语从句。

例如：I like the book. The book is on the table.这两个句子可以合并成：I like the book that is on the table.在这个新句子中，“that”是关系词，引导了修饰先行词“the book”的定语从句“that is on the table”。

定语从句包含先行词、关系词、从句主语、从句谓语和从句补语等基本要素。

1.先行词是被从句修饰的名词或代词。

2.关系词是用来引导定语从句的词，包括关系代词和关系副词。

关于关系词，我们可以分为三类：主语关系词、宾语关系词和表语关系词。

主语关系词包括：that、who和which；宾语关系词包括：that、whom和which；表语关系词只有一个，就是“whose”。

•关系代词“that”和“which”主要用于修饰事物。

例如：The book that I bought yesterday is very interesting.我昨天买的那本书非常有趣。

The movie which we watched last night was really good.我们昨晚看的电影非常好。

•关系代词“who”和“whom”主要用于修饰人，其中“who”用于主语或表语，而“whom”用于宾语。

例如：The person who is sitting next to me is my friend.坐在我旁边的那个人是我的朋友。

The woman whom I met at the party is a famous singer.我在派对上遇见的那位女士是一位著名的歌手。

初中英语重点长难句如下：1. 复合句：由两个或多个简单句组成的句子，通常包含一个主句和至少一个从句。

例如：“Although it was raining, he decided to go out.” 尽管下雨，他还是决定出门。

2. 并列句：由并列连词连接的两个或多个具有相同地位的简单句。

例如：“He likes playing football and basketball.” 他喜欢踢足球和打篮球。

3. 复杂并列句：包含复合句和并列句的特点，既有并列关系又有从属关系。

例如：“She not only studies hard but also plays the piano well.” 她不仅学习努力，而且钢琴弹得好。

4. 带有非限定性定语从句的句子：非限定性定语从句提供额外信息，不是必需的，常用逗号与主句隔开。

例如：“My brother, who is a doctor, works in a hospital.” 我哥哥是一名医生，在医院工作。

5. 带有被动语态的句子：句子的主语是动作的承受者。

例如：“The book was written by a famous a uthor.” 这本书是由一位著名作家写的。

6. 带有虚拟语气的句子：表达假设、愿望或非真实条件的句子。

例如：“If I were you, I would study harder.” 如果我是您，我会更努力学习。

7. 带有分词短语作状语的句子：现在分词或过去分词作为状语，修饰主句。

例如：“Walking in the rain, he felt extremely happy.” 在雨中行走，他感到非常高兴。

8. 带有比较级和最高级的句子：表达事物之间的比较或极端程度。

例如：“This is the most interesting book I have ever read.” 这是我读过的最有趣的书。

9. 带有宾语从句的句子：一个句子作为另一个句子的宾语。

中考英语-长难句-分析详解含译文一、We all need heroes. We need to be able to respect people who have been there, done that, and succeeded. Many times the greatest heroes are the people we deal with every day - relatives（亲戚）, friends, and neighbors - who will keep going when it is easier to give up.二、词汇突破：1. be able to 能够；2. respect 尊敬，敬重；3. people who have been there 先行者；4. deal with 打交道，处理；5. neighbor 邻居；6. keep going 继续下去；7. give up 放弃；三、拆分句子:Many times the greatest heroes are the people we deal with every day - relatives（亲戚）, friends, and neighbors - who will keep going when it is easier to give up.本句话拆分后：1. Many times the greatest heroes are the people；2. (who) we deal with every day; who指代的是people, 在定语从句中做宾语，可以省略；3. relatives（亲戚）, friends, and neighbors；是the people的同位语；4. who will keep going；who指代的是people;5. when it is easier to give up;四、参考译文：我们都需要英雄。

初中英语中的长难句解析在学习英语的过程中，我们经常会遇到一些长难句，这些句子结构复杂，用词繁琐，让人感到头疼。

然而，掌握长难句的解析方法，对我们的英语学习和应用至关重要。

本文将从不同角度解析初中英语中的长难句，帮助读者更好地理解和应用这些句子。

一、定语从句定语从句是初中英语中常见的长难句结构。

定语从句通常用来修饰名词，限定名词的意义。

在定语从句中，关系代词或关系副词起到连接作用，引导从句。

例如：The book that I borrowed from the library is very interesting.在这个句子中，关系代词"that"引导定语从句"that I borrowed from the library"，修饰名词"book"。

定语从句起到进一步说明、描述的作用，帮助我们更好地理解名词的意义。

二、状语从句状语从句也是初中英语中常见的长难句结构。

状语从句用来表示时间、原因、条件、目的等等。

在状语从句中，连词起到连接作用，引导从句。

例如：I will go to bed early if I finish my homework.在这个句子中，连词"if"引导状语从句"if I finish my homework"，表示条件。

状语从句起到进一步说明、解释的作用，帮助我们更好地理解句子的意义。

三、倒装句倒装句是初中英语中常见的长难句结构。

倒装句的主语和谓语动词的位置颠倒，用来强调某一部分的内容。

例如：Not only did he win the race, but he also broke the record.在这个句子中，主语"he"和谓语动词"did"的位置颠倒，形成了倒装句结构。

倒装句起到强调句子中某一部分的作用，使句子更加生动、有力。